1. EXPLICIT DIRECT INSTRUCTION
CHECKING FOR UNDERSTANDING

4. CHECKING FOR UNDERSTANDING “NO NOs”
“Any questions?”
“Did you all get that?”
“Everybody understand?”
“Does that make sense?”

5. What CFU is A way to correct students’ misconceptions
Provides a good study skill model for students
Restate sections in their own words
Ask themselves questions about the material
Think of examples related to the material
A systemic approach to formative assessment

6. What CFU is not
A final exam or state achievement test

7. CFU Should Do the Following
Align with enduring understanding (Wiggins & McTighe, 1998)
Allow for differentiation (Tomlinson, 1998)
Focus on gap analysis (Bennett et al., 2004)
Lead to precise teaching (Fullan et al., 2006)
Should become a routine part of teaching (Schmoker, 2006)

8. When Do You CFU Every two – three minutes Every time you teach: A rule
A definition
A step
A strategy

9. Critical components of CFU
Ask the question to the entire class
Provide wait time before selecting a student to respond
Always call on random non-volunteers

10. Helping Students Who Respond Incorrectly
Cue: Use symbols, words or phrases to help students recall
Clue: Use overt reminders such as “Starts with…”
Probe: Look for reasoning behind an incorrect response or as for clarity when the response is incomplete
Rephrase: Pose same question in different words
Redirect: Pose same question to a different student
Hold accountable later: Later in the lesson, check back with students who respond incorrectly

11. TAPPLE Teach First Ask a Question Pause Pick a Non-Volunteer
Listen to the Response
Effective feedback (Echo, Elaborate, Explain)

12. ECHO When the student’s response is correct
When the student speaks in a soft voice

13. ELABORATE
When the student’s response is tentative or partially correct

14. EXPLAIN
Actually re-explain when the student’s answer is incorrect

15. Give your teachers a test

16. Rigorous Lessons ask Students to:
EXAMINE
CLASSIFY
GENERATE
SCRUTINIZE
PRODUCE
DEDUCE
ASSESS
PRIORITIZE
DECIDE

17. RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE

18. RIGOR is…… RIGOR is not….. Scaffolding thinking
Planning for thinking
Assessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
More or harder worksheets
AP or honors courses
The higher level book in reading
More work
More homework

19. A Relevant Lesson asks Students to:
USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

20. RELEVANCE IS THE PURPOSE OF THE LEARNING
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE

21. A Relevant Lesson answers:
What am I Learning?
Why am I learning it?
How will I use it?

22. Assimilation C Adaptation D Acquisition A Application B
Rigor and Relevance Framework
Evaluation
Assimilation C
Adaptation D
Synthesis
Analysis
Application
Acquisition A
Application B
Comprehension 2
Knowledge/ Awareness
Rigor 1
Knowledge in one discipline 2
Apply knowledge in one discipline 3
Apply knowledge across disciplines 4
Apply knowledge to real-world predictable situations 5
Apply knowledge to real-world unpredictable situations
Relevance

23. C D A B Rigor/Relevance Framework R IGOR RELEVANCE
Students reflect on the potential use of the new information as a solution
Students apply the information learned to answer the question or to solve the problem
High R
IGOR A
Students seek information to answer question or solve problem B
Students test the relevancy of the information as it relates to the question or problem
Low
Low
High
RELEVANCE

24. Rigor/Relevance Framework
Motivation Creativity – Innovation - Problem Solving
Rigor - Critical Thinking
Relevancy - Validation
Acquisition of knowledge / skills
Low
RELEVANCE

25. Rigor/Relevance Framework
Student Thinks and Works
Student
Thinks
Teacher Works
Student
Works